The purpose of this study was to examine the existing research on the psychological distress experienced by parents whose young children (between the ages of 0 and 5 years old) have a congenital heart defect (CHD). A more detailed understanding of the distress experienced by these parents, including stress associated with the child's age, the severity of the child's diagnosis, and parent characteristics, is vital as it would allow for more targeted and individualized support for this population to enhance parental coping strategies and increase the likelihood of more positive parent-child interactions. This review of 25 studies contributes to the parenting stress literature by focusing on parents of young children and categorizing studies by publication characteristics, research methodology, and findings. The research clearly demonstrates that parents report a great deal of stress throughout the continuum of their child's health care experience. Recommendations for future research and practice implications, such as developing a stress vulnerability model specific to parenting children with CHD, clarifying the role between interdisciplinary team members regarding provision of psychosocial support to parents, and referring parents to specific community-based ongoing social support services, are presented.

Kindergarten-Grade 12 sector. With this influx of students who may need specialized attention, it is essential for educators and teacher education programs alike to focus on preparation for serving such a population. While research depicts a lack of training, it also elicits an assumed responsibility to successfully educate these students. The aims of this study are to: 1) examine relationships between native-English speaking kindergarten teachers and ELL and Non-ELL children within their own classroom and 2) examine if native-English speaking kindergarten teachers differ in their interactions with ELL and Non-ELL children within their own classrooms. Through theoretical application of Vygotsky's Sociocultural Theory and Bronfrenbrenner's Ecological Systems theory, classrooms in Eastern North Carolina were surveyed, using a demographics survey and the Student Teacher Relationship Scale (STRS), and observed, using the Emerging Academics Snapshot, EAS, to determine the process quality of each classroom and the relationships that teachers maintain with their ELL students. Analysis found that differences in teachers' relationships with ELL and Non-ELL students did exist; however, parameters of interaction were not significantly different. The implications of this study for the field of education and suggestions for future research are also highlighted. Clair, 1995). This number is on a steady incline as some researchers project that 40% of the school age population will be ELLs by the year 2030 (DelliCarpini, 2008) and by 2050, traditional minority groups will no longer be considered minorities (Downer et al., 2012). This rapid growth of ELL presence in the school system demands attention among mainstream educators and teacher education programs alike (Batt, 2008). INTERACTIONS AND RELATIONSHIPS BETWEEN KINDERGARTEN TEACHERS AND ENGLISH LANGUAGE LEARNERS CHAPTER 2: LITERATURE REVIEW"Educating ESL students is complex, it challenges social, political, and pedagogical assumptions, it is context specific and dilemma ridden" (Clair, 1995, p. 193). Over 41% of public school teachers are now responsible for instructing ELLs (Pawan, 2008). Yet, educators with the knowledge and skills required to work with ELL students are in limited supply (Batt, 2008); and, a resounding notion in current literature is that teachers do not feel adequately prepared to work with ELL students (Clair, 1995;Curtin, 2005a;Pawan, 2008;Teale, 2009;Vacca-Rizopoulos & Nicoletti, 2008). In 2005, de Jong and Harper conducted a study that supported these results; however, revealed that only 12.3% of these teachers had received more than eight hours of professional development geared toward instructing ELL students. The preparation that instructors receive for teaching these classrooms leaves much to be desired in terms of training and confidence; yet, it is assumed to be adequate enough to sustain. With the proliferation of the ELL population in United States schools, these issues cannot be ignored.There is a wealth of information in current literatur...